1. The theme of this story is mainly concerned with the
a. dangers of trying to make everyone equal.
b. hope that we can someday achieve real equality.
c. importance of enforcing laws.
d. importance of a close family.
2. How is George different from Hazel?
a. He has no desire to compete.
b. He has a below-average IQ.
c. He has to wear a mental-handicap transmitter.
d. He does not want to see Harrison again.
3. Why is Hazel crying at the end of the story?
a. Harrison is coming home.
b. Her son has just been shot.
c. She wishes she still loved George.
d. She feels sorry for George.
4. In this story, Harrison Bergeron represents the spirit of
a. conformity.
b. family values.
c. dependence.
d. rebellion.
5. In this story, people of above-average intelligence are required to
a. wear weights on their arms.
b. report to the government every two weeks.
c. wear mental-handicap transmitters.
d. watch the ballet every evening.
6. One can infer that Harrison is bright and attractive because
a. he wears many handicaps and must disguise his looks.
b. the government is going to give him an award.
c. he is taller than most people.
d. he dances on TV.
7. When Hazel and George discuss the handicaps, they both seem to
a. feel that they are being treated unfairly.
b. agree that handicaps are fair.
c. wish they could escape from the government.
d. wish they were required to wear more handicaps.
8. Regarding the use of handicaps, one can conclude that
a. duller and weaker people wear more handicaps.
b. brighter and stronger people wear more handicaps.
c. only members of the middle class are required to wear them.
d. they are a sensible way to make everyone equal.
9. One can infer that George and Hazel will
a. not miss Harrison.
b. miss Harrison very much.
c. start a campaign to remove handicaps from children.
d. try to sue the government.
10. What is the setting of the story?
a. Rusia, in the past
b. USA in the past
c. Finland in the future
d. USA in the future
1. The theme of this story is mainly concerned with the
a. dangers of trying to make everyone equal.
b. hope that we can someday achieve real equality.
c. importance of enforcing laws.
d. importance of a close family.
2. How is George different from Hazel?
a. He has no desire to compete.
b. He has a below-average IQ.
c. He has to wear a mental-handicap transmitter.
d. He does not want to see Harrison again.
3. Why is Hazel crying at the end of the story?
a. Harrison is coming home.
b. Her son has just been shot.
c. She wishes she still loved George.
d. She feels sorry for George.
4. In this story, Harrison Bergeron represents the spirit of
a. conformity.
b. family values.
c. dependence.
d. rebellion.
5. In this story, people of above-average intelligence are required to
a. wear weights on their arms.
b. report to the government every two weeks.
c. wear mental-handicap transmitters.
d. watch the ballet every evening.
6. One can infer that Harrison is bright and attractive because
a. he wears many handicaps and must disguise his looks.
b. the government is going to give him an award.
c. he is taller than most people.
d. he dances on TV.
7. When Hazel and George discuss the handicaps, they both seem to
a. feel that they are being treated unfairly.
b. agree that handicaps are fair.
c. wish they could escape from the government.
d. wish they were required to wear more handicaps.
8. Regarding the use of handicaps, one can conclude that
a. duller and weaker people wear more handicaps.
b. brighter and stronger people wear more handicaps.
c. only members of the middle class are required to wear them.
d. they are a sensible way to make everyone equal.
9. One can infer that George and Hazel will
a. not miss Harrison.
b. miss Harrison very much.
c. start a campaign to remove handicaps from children.
d. try to sue the government.
10. What is the setting of the story?
a. Rusia, in the past
b. USA in the past
c. Finland in the future
d. USA in the future